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Week 5 PSYC 201 Lifespan Development

by: Samantha Fore

Week 5 PSYC 201 Lifespan Development PSYC 201

Marketplace > Ivy Tech Community College > Psychlogy > PSYC 201 > Week 5 PSYC 201 Lifespan Development
Samantha Fore
Ivy Tech Community College
GPA 4.0

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About this Document

These notes cover week 5 (chapter 5 and 6) of a lifespan development course.
Lifespan Human Development
Class Notes
Psychology, lifespan development, PSYC 201, Human Development
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This 3 page Class Notes was uploaded by Samantha Fore on Wednesday January 6, 2016. The Class Notes belongs to PSYC 201 at Ivy Tech Community College taught by in Fall 2015. Since its upload, it has received 27 views. For similar materials see Lifespan Human Development in Psychlogy at Ivy Tech Community College.

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Date Created: 01/06/16
Chapters 5 and 6 Primary circular reactions­ Piaget’s phrase to describe a baby’s simple repetitive actions  in sub­stage 2 of the sensorimotor stage, organized around the baby’s own body Secondary circular reactions­ repetitive actions in sub­stage 3 of the sensorimotor period,  oriented around external objects, not internal Tertiary circular reactions­ the deliberate experimentation with variations of previous  actions that occurs in sub­stage 5 of the sensorimotor period  Object permanence­ the understanding that objects continue to exist when they can’t be  seen; first sign at about 2 months in sub­stage 2 Deferred imitation­ imitation that occurs in the absence of the model who first  demonstrated it Spelke’s object concept­ infant’s understanding of the nature of objects and how they  behave Spelke’s violation of expectations­ a research strategy in which researchers move an  object in one way after having thought an infant to expect it to move in another Language acquisition device­ an innate language process theorized by Chompsky that  contains the basic grammatical structure of all human language Infant­directed speech­ the simplified, higher pitched speech that adults use with infants  and young kids Cooing­ making repetitive vowel sounds, particularly the “ooo” sounds Babbling­ the repetitive vocalization of consonant­vowel combinations by an infant Holophrases­ combinations of gestures and single words that convey more meaning than  just the world alone Expressive language­ style of words learning characterized by low rates of noun­like  terms and high use of personal­social words and phrases Referential language­ receptive; style of word learning characterized by emphasis on  things and people, and their naming and description Bayley scales of infant development­ best known and most widely used test of infant  “intelligence”; measures primarily sensory and motor skills  Receptive language­ when they understand the meanings of words  Attachment­ emotional tie to a parent experienced by an infant, from which the child  derive security  Synchrony­ mutual interlocking pattern of attachment behaviors shared by a parent and a  child; phase one (non­focused orientating and signaling; birth to 3 months), phase 2  (focus on one or more figures; 3­6 months), phase 3 (secure base behavior; 6­24 months), phase 4 (internal model; 24 months and beyond)  Stranger anxiety­ expressions of discomfort, such as clinging, in presence of strangers  Separation anxiety­ expressions of discomfort, crying, when separated from an  attachment figure  Social referencing­ an infant’s use of other’s facial expressions as a guide to his/her  emotions  Secure attachment­ pattern of attachment in which infant readily separates from parent,  seeks proximity when stressed, and uses the parent as a safe base  Insecure/avoidant attachment­ pattern in which an infant avoid contact with a parent and  shows no preference for parent over other people  Insecure/ambivalent attachment­ pattern where the infant shows little exploratory  behavior, is greatly upset when separated from mother and not reassured by her return or  efforts to comfort him  Insecure/disorganized attachment­ pattern in which an infant seems confused or  apprehensive and shows contradictory behavior  Caretaker characteristic­ emotional response to infant, marital and socioeconomic status,  and mental health  Easy children­ 40%; approach new events positively; display predictive eating and  sleeping cycles, generally happy, and adjust to change  Difficult children­ 10%; irregular sleep and eating cycle, emotionally negative and  irritable, and resistant to change  Slow­to­warm­up children­ 15%; few intense reactions (positive or negative) and appear  non­responsive to unfamiliar people  Subject self­ infant’s awareness that she or he is a separate person who endures through  time and space and can cat on the environment  Categorical/objective self­ toddler’s understanding that he or she is defined by various  categories such as gender or qualities such as shyness  Emotional self­ when they learn to identify changes in emotion expressed in others’ faces


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